Michigan's Early Childhood Standards of Quality for Infants and Toddlers
Regulations & Standards resource information on state policies and initiatives that impact infants, toddlers and their families
Michigan’s Early Childhood Standards of Quality for Infant and Toddler Programs provides both a framework describing children’s development and learning and the quality standards for environments that enable infants and toddlers to progress in their development and learning. In 2011, the Office of Great Start was created by Executive Order to lead the Great Start System to achieve the following Prenatal to Age 8 Outcomes: 1) Children born healthy, 2) Children healthy, thriving, and developmentally on track from birth to third grade, 3) Children developmentally ready to succeed I school at the time of school entry, and 4) Children prepared to succeed in fourth grade and beyond by reading proficiently by the end of third grade. To achieve these outcomes a project to update, expand, and revise the Early Childhood Standards of Quality documents was undertaken, and subsequently approved by the State Board of Education on March 12, 2013. The first section of the Standards describes early development, organized into 5 “strands”: well-being, belonging, exploration, communication, and contribution. Each strand offers goals, examples of skill development, and examples of caregiver strategies for supporting that development. The second half of the Standards describes Quality Program Standards for Infant and Toddler Programs. Topics include: funding, community support, physical and mental health, nutrition and safety, staffing and professional development, program environment, curriculum, and child and program assessment. Updated February 2016.
In December, 2013, Pennsylvania became one of the six newest states to receive a Race to the Top-Early Learning Challenge (RTT-ELC) grant.
In December, 2013, Vermont became one of the six newest states to receive a Race to the Top-Early Learning Challenge (RTT-ELC) grant.